Assigning assessment procedures to the EQF

Assessment rules are traditionally closely linked to curricula, this sometimes gives the impression that they belong necessarily together. In most cases, this was even not true for the past: Regulations for the performance of examinations (the traditional ways of assessment) have always been formulated independently from curricula. Today’s EQF requirements imply even a still stronger emphasis on this separation: The shift to learning outcomes opens doors for the acknowledgement of learning results which have been achieved via non-formal and informal learning that has not been structured in a way which is comparable with curricula.

Assessment delivers the basis for certificates which entitle individuals to work at a specific work position or at least make it appear reasonable. Thus assessment is the interface between the world of work and the world of education and training, marking a delicate position between stakeholders with sometimes considerably differing background. Mutual trust of these stakeholders is not as self-evident as it might seem according to experiences with some national traditions of collaboration; and it is certainly a big challenge to achieve a comparable common understanding among stakeholders all over Europe.

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